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Traffic jam and cities, it seems, go hand in hand. Everyone complains about being stuck in traffic; but, like the weather, no one seems to do anything about it. In particular, traffic engineers, transportation planners, and public officials responsible for transportation systems in large cities are frequently criticized for failing to solve traffic jam.
But is traffic jam a sign of failure? Long queues at restaurants or theater box offices are seen as signs of success. Should transportation systems be viewed any differently? I think we should recognize that traffic jam is an unpreventable by-product of successful cities, and view the “traffic problem” in a different light.
Cities exist because they promote social interactions and economic transactions.
Traffic jam occurs where there are lots of people but limited spaces. Culturally and economically successful cities have the worst traffic problems, while decaying cities don’t have much traffic. New York and Los Angeles are America’s most crowded cities. But if you want access to major brokerage houses (经纪行), you will find them easier to reach in crowded New York than in any other large cities. And if your firm needs access to post-production film editors or satellite-guidance engineers, you will reach them more quickly through the crowded freeways of LA than through less crowded roads elsewhere.
Despite traffic jam, a larger number and wider variety of social interactions and economic transactions can be made perfect in large, crowded cities than elsewhere. Seen in this light, traffic jam is an unfortunate consequence of prosperity, not a cause of economic decline and urban decay.
So while we can consider traffic jam as increasing costs on the areas of big cities, the costs of inaccessibility (交通不便) in uncrowded places are almost certainly greater.
There is no doubt that traffic jam brings the terrible economic and environmental damage in places like Bangkok, Jakarta, and Lagos. But mobility is far higher and traffic jam levels are far lower here in the US, even in our most crowded cities. That’s why, for now, we don’t see people and capital streaming out of San Francisco and Chicago, heading for cities like California, and Illinois.
46. We can conclude from the first paragraph that_______.
A. traffic jam and weather are the two factors preventing the development of the big city
B. traffic jam seems to be very difficult to deal with
C. if traffic engineers try their best, traffic jam can be solved
D. public officials are always criticized for misusing their power
47. According to the passage, what’s the author’s opinion towards traffic jam?_____
A. In cities, traffic jam is unavoidable.
B. Traffic jam is both a sign of failure and a sign of success.
C. Traffic jam is the consequence of successful cities.
D. For a successful city, traffic jam is not unpreventable.
48. By saying “decaying” (in Para. 4), the writer probably means_______.
A. declining             B. developing 
C. rich and successful     D. strong and healthy
49. According to this article, which statement about “New York” and “Los Angeles” is true? _____
A. The traffic jam in the two cities has been worsened.
B. New York and Los Angeles are the most successful cities in the USA.
C. It is easier to reach major brokerage houses in the two cities than in other cities.
D. Despite the traffic jam in LA, you’ll find a satellite-guidance engineer more quickly there.
50. What can we learn from the last paragraph? _______
A. Traffic jam has caused terrible bad effects in cities such as Bangkok and Lagos.
B. The traffic jam in San Francisco has resulted in the capital becoming empty.
C. The traffic jam level in Jakarta is lower than that in the US.
D. California is as crowded and successful as San Francisco.

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As a music teacher for twenty-seven years I have always known that music touches the soul. It can break through all kinds of barriers to reach students in a very special way. It can be the means for each child to find their light.
A few years ago I was blessed with the opportunity to teach pre-school students one afternoon a week. One of my most memorable students was Vanessa. She was five years old ,had difficulty walking and could not speak. We mostly sat on the floor for our music lessons and Vanessa liked to sit on my lap. One of her favorite songs was John the Rabbit. It was a call and response song where I sang the call and the students clapped two times while singing the repeating phrase “Oh yes!” Vanessa liked to put her hands together with mine and clap with me. We performed that song during every class Vanessa and I clapping together. She never said or sang a word.
One day late in the school year when the song was finished Vanessa turned around, looked at me in the eye, clapped her tiny hands two times and said the words “Oh yes!” I opened my mouth and could not speak. Through music we had made a connection.
Several years later I came across Vanessa on the street in town. I stopped my car and waved to say hello. She waved back with a big smile on her face and then clapped her hands two times mimicking the song we had performed in our music class. This precious little girl through her connection with music left an impression on me that will last forever.
Every child has the ability to learn and grow. It is up to us educators to discover the way to reach each and every one of our students. We all must find each child’s light.
The author thinks music__________.

A.can make children calm down
B.can connect heart to heart
C.is difficult for pre-school students
D.is a good means to find a job

According to the second paragraph Vanessa_________.

A.got used to singing songs
B.was too shy to speak
C.was the youngest in the class
D.enjoyed the author’s class

When Vanessa spoke the words “Oh yes!” the author felt________.

A.surprised B.happy C.frightened D.satisfied

What can we infer from the last two paragraphs?

A.The author has been in touch with Vanessa for several years.
B.Vanessa became as healthy as other children.
C.The song made a deep impression on Vanessa.
D.Being a good educator became Vanessa’s dream.

It seems school children all over the world complain about their school food. Cherie Blair, the wife of Prime Minister Tony Blair, said that she would prepare a packed lunch for her son if school dinners do not improve. So what do students of your age eat for lunch at school?
Japan
High schools have canteens(餐厅), which serve everything from noodles to rice, but not burgers and chips. Other children bring food from home such as cold rice balls, meat or fish, pickles(泡菜) and vegetables.
Students take home a menu for the coming month containing notes on nutrition value. Twice a year parents are invited to have a taste of the food. The class with the fewest leftovers(剩饭) at the end of the month receives a prize.
Untied States
A typical menu from a US school is made up of a hamburger with fried potatoes or roast chicken, lettuce and pickles, fruit and cookies. School lunches must also provide at least one-third of the daily dietary allowances(定量) of protein, vitamin A, vitamin C, iron, calcium, and calories.
Australia
Meat pies, sausage rolls and hotdogs are all traditional dishes in Australian school shops. But as the nation pays more attention to children’s health, healthier foods have started to find their way onto school menus.
Many schools have used a traffic light system. The sale of red-labelled foods, including pastries(点心), chocolate and soft drinks, is served only twice a week. Healthier green-labelled foods such as sushi(寿司), sandwiches, corn and watermelon, however, are available every day.
In some schools, students have a choice of up to 89 foods to choose from, including popcorn and rice.
South Africa
Most of South Africa’s schools do not serve meals at all. Classes end at 1:30pm and students get their own lunches. Many students bring food from home, usually sandwiches.
Fast food and fried food sell the best among students, which has led to a rise in obesity among children. But as more people began to realize the fact that being too fat may cause different diseases, some schools in towns have led the way towards better nutrition. Now students at these schools are provided with lunches of porridge(麦片粥) with vegetables, such as cabbages, onions, beans, carrots and tomatoes.
What does the underlined word “obesity ”in the last paragraph probably mean?

A.Fighting. B.Sadness. C.Food shortage. D.Overweight.

We can infer from the passage that ________.

A.a typical menu from a US school consists of enough nutrition.
B.most students in South Africa eat their lunch at home.
C.many schools in Australia have traffic lights outside their school.
D.you can have whatever you like in school canteens in Japan.

What is the main idea of the passage?

A.Schools should try to satisfy the needs of students.
B.Schools serve different foods from country to country.
C.Food served in the US is the best of all.
D.School children all over the world dislike their school food.

The article is meant for ________.

A.school lunch suppliers B.schoolmasters
C.students of your age D.nutritionists(营养学家)

Peter King, 15 and Mary King, 13 went to see a doctor together. Peter had a bad cold, so the doctor gave him some pills to take. Mary had a bad cough, so the doctor |gave her some cough medicine.
These are the words on the bottle of medicine:

Cough Medicine
Shake well before use.
Take three times daily after meals.
Dosage: Adults 2 teaspoonfuls
Children 8 -14 1 teaspoonful
Child 4-7 1/2 teaspoonful
Not suitable for children below the age of 4.
Store in a cool place.
Use before October 1998.

Mary should take ____ in a day.

A.2 teaspoonfuls B.3 teaspoonfuls
C.4 teaspoonfuls D.1 teaspoonful

People aged ____ cannot take this medicine.

A.80 B.15 C.20 D.3

Mary or her mother should ____ the medicine after the tenth month of 1998.

A.throw away B.take two times
C.stop to take D.take 3 times more

What makes one person more intelligent than another? What makes one person a genius, like the brilliant Albert Einstein, and another person a fool? Are people born intelligent or stupid, or is intelligence the result of where and how you live? These are very old questions and the answers to them are still not clear.
We know, however, that just being born with a good mind is not enough. In some ways, the mind is like a leg or an arm muscle. It needs exercise. Mental (done with the mind) exercise is particularly important for young children. Many child psychologists (心理学家) think that parents should play with their children more often and give them problems to think about. The children are then more likely to grow up bright and intelligent. If, on the other hand, children are left alone a great deal with nothing to do, they are more likely to become dull and unintelligent.
Parents should also be careful with what they say to young children. According to some psychologists, if parents are always telling a child that he or she is a fool or an idiot, then the child is more likely to keep doing silly and foolish things. So it is probably better for parents to say very positive (helpful) things to their children, such as “That was a very clever thing you did.” or “You are such a smart child.”
The words “intelligent” and “brilliant” in the first paragraph probably mean _______ while “dull” in the second paragraph means ________.

A.bright and splendid; slow in thinking and understanding
B.pretty and handsome; ordinary-looking
C.great and important; common
D.hopeful and helpful; careless

According to the context we can guess that a genius is ________ while an idiot is ________.

A.a normal person; a funny person
B.a strong person; a weak person
C.a highly intelligent person; a foolish or weak-minded person
D.a famous person; an ordinary person

A person ________ is more likely to become a genius.

A.whose parents are clever
B.often thinking about difficult problems
C.often helped by his parents and teachers
D.born with a good brain and putting it into active use

What would life be like without rich, creamy, mouthwatering, melt-in-your-mouth chocolate?
Life would be bitter for most Americans. They spend about $13 billion a year buying all sorts of chocolate treats.
However, for the African children who toil under slavelike conditions on cacao plantations, life is not sweet. The cacao bean is the main ingredient in the chocolate. According to a 2002 survey by the International Institute of Tropical Agriculture and the US Agency for International Development, about 284,000 children work in dangerous conditions on cacao farms in western Africa.
More than half those children are younger than 14. Many were sold into forced labor to work 12 hours or more a day on the cacao plantations.
A number of international organizations, including several African governments, recently began a program to eliminate(消除) child labor on cacao plantations. Under the program, government officials will remove children from abusive working situations while teaching farmers about child labor issues.
The program will also make borrowing money easier for cacao farmers. Officials hope farmers will use the money to invest in their farms and hire paid laborers.
The cacao bean is the main ingredient in _______.

A.treats
B.coffee
C.chocolate
D.cigarettes

How many children under 14 work on cacao farms in western Africa?

A.About 284,000.
B.About 142,000.
C.About 467,000.
D.About 876,000.

From the passage, you can reasonably conclude that _______.

A.cacao farms in western Africa rely heavily on child labor
B.children in Africa know how to make the best chocolate
C.candy bars sold in the United States are made on plantations in Africa
D.eating too much chocolate is bad for your health

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